A school security guard stops a visibly pregnant young woman leaving school grounds to ask, “Do you even know who the father is?” A fellow shopper steps in front of a young mother’s grocery cart to point out, “Well, your life is over before it has even really begun isn’t it?” An Uber driver turns around to inform his passenger, “You look too young to be having a baby! What are you going to do?”

In a sociopolitical context that continues to constrain reproductive agency, many organizations, media, and people construct pregnant or mothering teenagers as “things that are other than it should be” and many young mothers report being talked to as if they were a defect that must be addressed. People who experience dominant discourses of “teenage pregnancy prevention” are prompted to immediately respond to the rhetorical exigence of pregnant and parenting teen bodies. When visibly young pregnant or parenting people venture into public, they face an unpredictable and potentially hostile rhetorical arena. In this article, I reflect on a community-based workshop I facilitated in Boston from 2015-2019 at an annual one-day event for young parents called the Summit for Teen Empowerment and Parenting Success. Drawing on feminist rhetorical theories of interruption tactics, this workshop prepares young pregnant and parenting people with researched information and scripted responses they can use to interrupt and transform everyday moments in public places when strangers read their bodies as problems to criticize or loudly bemoan. However, findings from the surveys circulated at the 2019 workshop indicate that what participants value most about this experience is the opportunity to share and relate to one another’s experiences of reproductive injustice. This article offers feminist rhetoricians, community literacy scholars, and other scholar-activists an approach to sharing research findings and facilitating discussion in a useful way with those who embody exigences of reproductive justice.

Our experiences in English 696e: Spatial and Visual Rhetorics culminated in a semester project that included large-scale installation projects and mini-workshops. This semester project was anevent—titled svr2—that we hosted for our local community, particularly targeting an audience of first-year composition instructors who would be teaching visual and spatial analysis to undergraduate students as part of the University of Arizona's first-year composition curriculum.